Creating an interdisciplinary introductory chemistry course without time-intensive curriculum changes.
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ABSTRACT:
SUBMITTER: Taylor EM
PROVIDER: S-EPMC5920689 | biostudies-literature | 2009 Dec
REPOSITORIES: biostudies-literature
Publications
Creating an interdisciplinary introductory chemistry course without time-intensive curriculum changes.
Taylor Elizabeth M Vogel EM Mitchell Rudolph R Drennan Catherine L CL
ACS chemical biology 20091201 12
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Project description:Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council's BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses.
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Project description:Neuroscience is an integrative discipline for which students must achieve broad-based proficiency in many of the sciences. We are motivated by the premise that student pursuit of proficiency in science, technology, engineering, and mathematics (STEM) can be supported by awareness of the application of knowledge and tools from the various disciplines for solving complex problems. We refer to this awareness as "interdisciplinary awareness." Faculty from biology, chemistry, mathematics/computer science, physics, and psychology departments contributed to a novel integrative introductory neuroscience course with no pre-requisites. STEM concepts were taught in "flipped" class modules throughout the semester: Students viewed brief videos and completed accompanying homework assignments independently. In subsequent class meetings, students applied the STEM concepts to understand nervous system structure and function through engaged learning activities. The integrative introduction to neuroscience course was compared to two other courses to test the hypothesis that it would lead to greater gains in interdisciplinary awareness than courses that overlap in content but were not designed for this specific goal. Data on interdisciplinary awareness were collected using previously published tools at the beginning and end of each course, enabling within-subject analyses. Students in the integrative course significantly increased their identification of scientific terms as relevant to neuroscience in a term-discipline relevance survey and increased their use of terms related to levels of analysis (e.g., molecular, cellular, systems) in response to an open-ended prompt. These gains were seen over time within the integrative introduction to neuroscience course as well as relative to the other two courses.
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Project description:Using latent profile analysis, we identified profiles of expectancy beliefs, perceived values, and perceived costs among 1433 first- and second-year undergraduates in an introductory chemistry course for STEMM majors. We also investigated demographic differences in profile membership and the relation of profiles to chemistry final exam achievement, science/STEMM credits completed, and graduating with a science/STEMM major. Four motivational profiles were identified: Moderately Confident and Costly (profile 1), Mixed Values-Costs/Moderate-High Confidence (profile 2), High Confidence and Values/Moderate-Low Costs (profile 3), and High All (profile 4). Underrepresented students in STEMM were more likely to be in profile 2 relative to profile 3. First-generation college students were more likely to be in profile 4 than profile 3. Finally, students likely to be in profile 3 had higher final exam grades than the other profiles and were more likely to graduate with a science major compared to profile 1. There were no differences in graduating science major between profile 3 and the other two profiles. Thus, profile 3 was most adaptive for both proximal (final exam) and distal (graduating with a science major) outcomes. Results suggest that supporting motivation early in college is important for persistence and ultimately the talent development of undergraduate STEMM students.
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Project description:National reports have called for the introduction of research experiences throughout the undergraduate curriculum, but practical implementation at many institutions faces challenges associated with sustainability, cost, and large student populations. We describe a novel course-based undergraduate research experience (CURE) that introduces introductory-level students to research in functional genomics in a 3-credit, multisection laboratory class. In the Pathways over Time class project, students study the functional conservation of the methionine biosynthetic pathway between divergent yeast species. Over the five semesters described in this study, students (N = 793) showed statistically significant and sizable growth in content knowledge (d = 1.85) and in self-reported research methods skills (d = 0.65), experimental design, oral and written communication, database use, and collaboration. Statistical analyses indicated that content knowledge growth was larger for underrepresented minority students and that growth in content knowledge, but not research skills, varied by course section. Our findings add to the growing body of evidence that CUREs can support the scientific development of large numbers of students with diverse characteristics. The Pathways over Time project is designed to be sustainable and readily adapted to other institutional settings.
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Project description:We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.
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Project description:IntroductionThe need to train oncologists to address the complexities of the aging population has been a focus of educational initiatives and strategies since the 1980s. However, large gaps in the dissemination and implementation of geriatric oncology curricula are still present. Currently, few resources exist for oncology training programs to implement a formal geriatric oncology curriculum. We aimed to create a formalized introductory course to teach oncology and geriatrics trainees the principles of geriatric oncology.MethodsCurriculum presentations were delivered to both hematology/oncology and geriatrics fellows during five 1-hour didactic/workshop sessions over a 2-month period. In addition to didactic presentations, sessions included interactive learning components and a case-based workshop. Evaluation of the curriculum was conducted through pre- and postcourse knowledge and competency assessments, as well as individual session satisfaction surveys.ResultsFifteen (11 hematology/oncology and four geriatric medicine) clinical fellows participated in the first presentation of this curriculum during the 2022-2023 academic year. The mean score on the precourse knowledge assessment was 7.1 (SD = 2.5) out of a maximum score of 15 compared with a mean score on the postcourse knowledge assessment of 9.8 (SD = 3.0; CI: 8.0-11.6; t = -2.5; p = .02).DiscussionCourse content was successfully implemented into the hematology/oncology and geriatric medicine fellowship core curriculum using the above methods. Future directions include presentation of course material to incoming trainees, content refinement based on satisfaction surveys, and interdisciplinary adaptation for trainees in other health care disciplines (e.g., nursing, advanced practice providers, etc.).
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Project description:BackgroundThere is a critical need for evidence-based metacognition instruction models with an ease of implementation. Three issues involved in advancing the implementation and assessment of metacognitive interventions are: (i) the lack of an operational framework for the development of metacognition; (ii) metacognition instruction models that lack a focus on explicitly engaging students' self-perceptions; (iii) a lack of metacognitive interventions that are easy to implement and require minimal training. This study describes the development and implementation of a 10-week discussion-based module to promote metacognitive development as part of a general chemistry course at a community college. This curricular metacognition instruction model involved the explicit engagement of self-efficacy beliefs in addition to introducing metacognitive awareness and regulation through individual and group reflection. This approach involves a systematic framework which allowed students to confront their beliefs about their abilities, learn various task strategies, and practice these strategies along with their peers. This case study was designed to address the following: can explicit cognitive and metacognitive instruction and discussion serve as a catalyst for students to (1) build and adapt metacognitive knowledge about cognition, and (2) incorporate effective study strategies?.ResultsStudents' individual and collaborative reflections were analyzed using a thematic analysis. Written journal responses indicate that the module facilitated a shared discourse about cognition where metacognitive awareness was observed shifting from a tacit to explicit awareness. In addition, the framework facilitated the formation of support networks (cognitive and emotional) where students were observed exchanging cognitive strategies and encouraging one another to persevere through challenges.ConclusionsOur findings suggest that the metacognitive instruction model described here can serve as a mechanism to encourage student reflection on their beliefs and behaviors. Instructors looking to include metacognition instruction could use the framework presented as a template. The discussion-based module is embedded in the curriculum, delivered through the course management system, and has a low barrier to implementation.Supplementary informationThe online version contains supplementary material available at 10.1186/s40594-022-00376-6.
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